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Abstract
This research investigated the implementation of inter-language pragmatics instruction which is less explored in the research literature of instructional pragmatics in EFL contexts. Specifically, it examined the extent to which instructors of private EFL institutes implement interlanguage pragmatic instruction in their classrooms in Iran. A mixed-method research design was employed in this study. Two hundred and thirty eight instructors participated in this study to collect the questionnaire data and 67 classes were involved in the observation. Questionnaire and observation checklists made up the quantitative instruments for data collection while observation field notes provided the qualitative data. The quantitative data was subjected to descriptive statistics through the Statistical Package for Social Science (SPSS) version 21 software and the qualitative data was analyzed based on Martinez-Flor and Uso-Juan’s 6Rs instructional model. Findings from both the quantitative and qualitative data showed that Iranian EFL instructors rarely implemented and practiced the features of inter-language pragmatics in their classes in comparison with other language areas. The study suggests the inclusion of adequate pragmatic information not only in the instructors’ guidebooks but also in learners’ EFL textbooks and teacher training courses. The quality of EFL teaching can then be further enhanced at the higher learning institutions in EFL contexts. Keywords: Praxis; Interlanguage pragmatic instruction; private EFL institutes; mixed-methods approach, EFL context
Highlights
The expansion of globalization has brought about the unprecedented urge for wider communication among people all over the world
The classroom observation checklist designed by the researchers was used to further realize the extent to which inter-language pragmatics instruction is implemented in the classroom
The items of the observation checklist were matched with the interlanguage pragmatics instruction questionnaire
Summary
The expansion of globalization has brought about the unprecedented urge for wider communication among people all over the world. Nowadays individuals are equipped with more communication tools which give them the opportunity to interact with others for various causes such as educational, business, immigration and other purposes (Nguyen, Pham & Pham 2017). It is essential to develop the communication channels due to shrinking distance between individuals, societies and nations. Language is the main means for the facilitation of communication among people. The English language has attained the dominant status among other languages in international interactions (Yang 2017). In this regard, Pennycook (2015)
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